Cynthia Lewis
Biographic Data
| ID | 3921189 |
|---|---|
| NAME | Cynthia Lewis |
| GIVEN NAMES | Cynthia |
| FAMILY NAME | Lewis |
| SIGNATURE | LEWIS C |
| AFFILIATIONS | University of Iowa |
| ORCID | 0000-0001-6507-2484 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 68 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Racialized subjectivities and the power of refusal in media learning settings
This theoretical article draws on more than a decade of the authors’ collective and individually published research on emotion in racially, ethnically, and linguistically diverse English classrooms and community organizations. The authors argue that students’ acts of refusal to perform their own vulnerability and to endorse the myth of racial progress are affective strategies for addressing racialized relations of power. Drawing on Ahmed’s schola…
Literacy, racial capitalism, and the politics of good feeling
This article advances a deeply political and material understanding of feeling in the context of racial capitalism. Informed by Ahmed's work on the 'politics of good feeling' (2008, 1) and Gilmore's concept of 'infrastructure of feeling' (2022, 490), we interrogate how feeling is regulated in everyday literacy contexts through two examples: 1) the history of the phrase 'joy of reading' and its use in a text for teachers and 2) a vignette in which…
Interrogating the role of emotion and race in anti-oppressive language and literacy practices in education
Learning in the Counterspace of Not School
This article considers the way that intergenerational familial settings have functioned as counterspaces where deficit narratives are challenged and youth identities are affirmed. These counterspaces support minoritized young people in particular as they learn in socio-spatial and cultural historical contexts, especially during the pandemic. We set out to consider this: What does family as counterspace contribute to our understanding of what it m…
Reframing Sociocultural Research on Literacy: Identity, Agency, and Power
The Programme de recherche en démographie historique: Past, present and future developments in family reconstitution
The Programme de recherche en démographie historique (Historical Demography Research Programme) (PRDH), founded in 1966 and based at the Département de Démographie of the Université de Montréal, has since its inception featured a central project, a family reconstitution database of Quebec’s Catholic population from 1621 to 1799 named the Registre de la population du Québec ancien (Population Register of Historic Quebec) (RPQA). This article, whic…
Stabilizing and Destabilizing the “Ideal” Teacher in a Rural Teacher Book Group: Protective Guide, Moral Exemplar, and Purveyor of Middle Class Values
This research is an ethnographic case study of a book group focusing on the reading and teaching of multicultural literature in a rural, predominately white, middle school setting. We examine how participants co-constructed teacher identities through the parallel narratives they created about themselves and their students. We discovered that the socio-historical models of teaching circulating in the group were taken up, recontextualized, and cont…
Forum: Moving, Feeling, Desiring, Teaching
In this set of essays, the authors argue for the importance of affect and emotion in literacy education, teacher education, and classroom life. In the introduction, Boldt describes the authors’ shared belief in learning as happening within a landscape of relationships and emergent life in classrooms and beyond. The introduction makes clear that while the authors are writing from different intellectual traditions, they share a sense of anger about…
Mobilizing Emotion in an Urban English Classroom
In this paper, we argue that emotion in English classrooms is a mediated action mobilized through discursive and material practices that transform texts and signs. We first provide an overview of the current state of English as a secondary school subject in the United States to provide a context for our work on emotion within a critical literacy framework. Next, we theorize emotion as mediated action rather than as an internal psycho-physiologica…
Redefining Rigor: Critical Engagement, Digital Media, and the New English/Language Arts
We show how coauthor, Delainia Haug, and her students use Web 2.0 technologies in educational and empowering ways. We offer an account of Delainia's purposes for her curriculum, along with units of study and students' responses to this curriculum. We argue that the curriculum, which focused on media analysis and production, engaged students—many of whom had no access to computers outside school—because it paired digital tools with intellectual ch…
Derived Honesty and Achieved Goodness”: Doctrines of Grace in All’s Well That Ends Well
All's Well That Ends Well deeply concerns faith -in particular, how one may come by it. When Helena persuades the King of France that, despite his doubts, she can cure him, she attributes her healing power to "[t]he greatest grace lending grace."^She thus establishes a theological dimension to the play borne out by the entirety of ILL The King's fistula merely represents superficially his inner canker: despair. His loss of hope is brought to our …
Shakespearean Resurrection: The Art of Almost Raising the Dead
Sean Benson. Shakespearean Resurrection: The Art of Almost Raising the Dead. Medieval and Renaissance Studies. Pittsburgh: Duquesne University Press, 2009. x + 220 pp. index. append. bibl. $56. ISBN: 978–0–8207–0416–6. - Volume 62 Issue 4
Annotated Bibliography of Research in the Teaching of English
The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Martha Bigelow, Deborah Dillon, Lee Galda, Lori Helman, Julie Kalnin, Cynthia Lewis, David O’Brien and Mistilina Sato, Karen Jorgensen, Lauren Liang, Gert Rijlaarsdam, and Tanja Janssen
At Last: “What’s Discourse Got to Do with It?” A Meditation on Critical Discourse Analysis in Literacy Research
Preview this article: AT LAST: "What's Discourse Got to Do with It?" A Meditation on Critical Discourse Analysis in Literacy Research, Page 1 of 1 /docserver/preview/fulltext/rte/40/3/researchintheteachingofenglish5104-1.gif
Instant messaging, literacies, and social identities
This study examined the functions of Instant Messaging (IM) among seven youths who regularly used this digital technology in their daily lives. Grounded in theories of literacy as a social and semiotic practice, this research asked what functions IM served in participants' lives and how their social identities shaped and were shaped by this form of digital literacy. To answer these questions, we conducted interviews and videotaped IM sessions, ad…
Horns, the Dream-Work, and Female Potency in "As You like It"
Reading race in a rural context
This is an ethnographic case study examining how discussions of multicultural young adult literature among a group of white, rural teachers and researchers were shaped by sociopolitical contexts and participants' constructions of racial identity. Focusing on the interactions of three teachers and ourselves, we used performance theory to help us understand how our ways of performing the self were shaped at the macro level by institutional and soci…
This Issue
Already Reading Texts and Contexts: Multicultural Literature in a Predominantly White Rural Community
2001). Already Reading Texts and Contexts: Multicultural Literature in a Predominantly White Rural Community. Theory Into Practice: Vol. 40, Already Reading: Children, Texts, Contexts, pp. 175-183
Teaching Literature to Adolescents
Book reviewed in this article: On the Brink: Negotiating Literature and Life With Adolescents . By Susan Hynds. 1997. Reading Across Cultures: Teaching Literature in a Diverse Society . Edited by Theresa Rogers and Anna O. Soter. 1997. Authorizing Readers: Resistance and Respect in the Teaching of Literature . By Peter J. Rabinowitz and Michael W. Smith. 1998. Knowledge in the Making: Challenging the Text in the Classroom . Edited by Bill Corcora…
Rock ’n’ Roll and Horror Stories: Students, Teachers, and Popular Culture
The Social Drama of Literature Discussions in a Fifth/Sixth-Grade Classroom
Examines how conceptions of what it means to read and discuss literature shaped peer-led discussions in the classroom. Explores the relationship between social and interpretive expectations in the classroom and the positions students took during literature discussions. Shows that students worked to create solidarity. Complicates the role that power and status play in discussions
The Figurative Language of the Tragedies of Shakespeare's Chief 16th-Century Contemporaries: An Index
Antonio and Alienation in "The Merchant of Venice"
Instant messaging, literacies, and social identities
This study examined the functions of Instant Messaging (IM) among seven youths who regularly used this digital technology in their daily lives. Grounded in theories of literacy as a social and semiotic practice, this research asked what functions IM served in participants' lives and how their social identities shaped and were shaped by this form of digital literacy. To answer these questions, we conducted interviews and videotaped IM sessions, ad…
Forum: Moving, Feeling, Desiring, Teaching
In this set of essays, the authors argue for the importance of affect and emotion in literacy education, teacher education, and classroom life. In the introduction, Boldt describes the authors’ shared belief in learning as happening within a landscape of relationships and emergent life in classrooms and beyond. The introduction makes clear that while the authors are writing from different intellectual traditions, they share a sense of anger about…
Reading race in a rural context
This is an ethnographic case study examining how discussions of multicultural young adult literature among a group of white, rural teachers and researchers were shaped by sociopolitical contexts and participants' constructions of racial identity. Focusing on the interactions of three teachers and ourselves, we used performance theory to help us understand how our ways of performing the self were shaped at the macro level by institutional and soci…
The Programme de recherche en démographie historique: Past, present and future developments in family reconstitution
The Programme de recherche en démographie historique (Historical Demography Research Programme) (PRDH), founded in 1966 and based at the Département de Démographie of the Université de Montréal, has since its inception featured a central project, a family reconstitution database of Quebec’s Catholic population from 1621 to 1799 named the Registre de la population du Québec ancien (Population Register of Historic Quebec) (RPQA). This article, whic…
Already Reading Texts and Contexts: Multicultural Literature in a Predominantly White Rural Community
2001). Already Reading Texts and Contexts: Multicultural Literature in a Predominantly White Rural Community. Theory Into Practice: Vol. 40, Already Reading: Children, Texts, Contexts, pp. 175-183
Learning in the Counterspace of Not School
This article considers the way that intergenerational familial settings have functioned as counterspaces where deficit narratives are challenged and youth identities are affirmed. These counterspaces support minoritized young people in particular as they learn in socio-spatial and cultural historical contexts, especially during the pandemic. We set out to consider this: What does family as counterspace contribute to our understanding of what it m…
This Issue
Antonio and Alienation in "The Merchant of Venice"
The Figurative Language of the Tragedies of Shakespeare's Chief 16th-Century Contemporaries: An Index
The Social Drama of Literature Discussions in a Fifth/Sixth-Grade Classroom
Examines how conceptions of what it means to read and discuss literature shaped peer-led discussions in the classroom. Explores the relationship between social and interpretive expectations in the classroom and the positions students took during literature discussions. Shows that students worked to create solidarity. Complicates the role that power and status play in discussions
Rock ’n’ Roll and Horror Stories: Students, Teachers, and Popular Culture
Teaching Literature to Adolescents
Book reviewed in this article: On the Brink: Negotiating Literature and Life With Adolescents . By Susan Hynds. 1997. Reading Across Cultures: Teaching Literature in a Diverse Society . Edited by Theresa Rogers and Anna O. Soter. 1997. Authorizing Readers: Resistance and Respect in the Teaching of Literature . By Peter J. Rabinowitz and Michael W. Smith. 1998. Knowledge in the Making: Challenging the Text in the Classroom . Edited by Bill Corcora…
Horns, the Dream-Work, and Female Potency in "As You like It"
Reading race in a rural context
This is an ethnographic case study examining how discussions of multicultural young adult literature among a group of white, rural teachers and researchers were shaped by sociopolitical contexts and participants' constructions of racial identity. Focusing on the interactions of three teachers and ourselves, we used performance theory to help us understand how our ways of performing the self were shaped at the macro level by institutional and soci…
This Issue
Already Reading Texts and Contexts: Multicultural Literature in a Predominantly White Rural Community
2001). Already Reading Texts and Contexts: Multicultural Literature in a Predominantly White Rural Community. Theory Into Practice: Vol. 40, Already Reading: Children, Texts, Contexts, pp. 175-183
Instant messaging, literacies, and social identities
This study examined the functions of Instant Messaging (IM) among seven youths who regularly used this digital technology in their daily lives. Grounded in theories of literacy as a social and semiotic practice, this research asked what functions IM served in participants' lives and how their social identities shaped and were shaped by this form of digital literacy. To answer these questions, we conducted interviews and videotaped IM sessions, ad…
At Last: “What’s Discourse Got to Do with It?” A Meditation on Critical Discourse Analysis in Literacy Research
Preview this article: AT LAST: "What's Discourse Got to Do with It?" A Meditation on Critical Discourse Analysis in Literacy Research, Page 1 of 1 /docserver/preview/fulltext/rte/40/3/researchintheteachingofenglish5104-1.gif
Annotated Bibliography of Research in the Teaching of English
The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Martha Bigelow, Deborah Dillon, Lee Galda, Lori Helman, Julie Kalnin, Cynthia Lewis, David O’Brien and Mistilina Sato, Karen Jorgensen, Lauren Liang, Gert Rijlaarsdam, and Tanja Janssen
Derived Honesty and Achieved Goodness”: Doctrines of Grace in All’s Well That Ends Well
All's Well That Ends Well deeply concerns faith -in particular, how one may come by it. When Helena persuades the King of France that, despite his doubts, she can cure him, she attributes her healing power to "[t]he greatest grace lending grace."^She thus establishes a theological dimension to the play borne out by the entirety of ILL The King's fistula merely represents superficially his inner canker: despair. His loss of hope is brought to our …
Shakespearean Resurrection: The Art of Almost Raising the Dead
Sean Benson. Shakespearean Resurrection: The Art of Almost Raising the Dead. Medieval and Renaissance Studies. Pittsburgh: Duquesne University Press, 2009. x + 220 pp. index. append. bibl. $56. ISBN: 978–0–8207–0416–6. - Volume 62 Issue 4
Redefining Rigor: Critical Engagement, Digital Media, and the New English/Language Arts
We show how coauthor, Delainia Haug, and her students use Web 2.0 technologies in educational and empowering ways. We offer an account of Delainia's purposes for her curriculum, along with units of study and students' responses to this curriculum. We argue that the curriculum, which focused on media analysis and production, engaged students—many of whom had no access to computers outside school—because it paired digital tools with intellectual ch…
Mobilizing Emotion in an Urban English Classroom
In this paper, we argue that emotion in English classrooms is a mediated action mobilized through discursive and material practices that transform texts and signs. We first provide an overview of the current state of English as a secondary school subject in the United States to provide a context for our work on emotion within a critical literacy framework. Next, we theorize emotion as mediated action rather than as an internal psycho-physiologica…
Stabilizing and Destabilizing the “Ideal” Teacher in a Rural Teacher Book Group: Protective Guide, Moral Exemplar, and Purveyor of Middle Class Values
This research is an ethnographic case study of a book group focusing on the reading and teaching of multicultural literature in a rural, predominately white, middle school setting. We examine how participants co-constructed teacher identities through the parallel narratives they created about themselves and their students. We discovered that the socio-historical models of teaching circulating in the group were taken up, recontextualized, and cont…
Forum: Moving, Feeling, Desiring, Teaching
In this set of essays, the authors argue for the importance of affect and emotion in literacy education, teacher education, and classroom life. In the introduction, Boldt describes the authors’ shared belief in learning as happening within a landscape of relationships and emergent life in classrooms and beyond. The introduction makes clear that while the authors are writing from different intellectual traditions, they share a sense of anger about…
The Programme de recherche en démographie historique: Past, present and future developments in family reconstitution
The Programme de recherche en démographie historique (Historical Demography Research Programme) (PRDH), founded in 1966 and based at the Département de Démographie of the Université de Montréal, has since its inception featured a central project, a family reconstitution database of Quebec’s Catholic population from 1621 to 1799 named the Registre de la population du Québec ancien (Population Register of Historic Quebec) (RPQA). This article, whic…
Reframing Sociocultural Research on Literacy: Identity, Agency, and Power
Learning in the Counterspace of Not School
This article considers the way that intergenerational familial settings have functioned as counterspaces where deficit narratives are challenged and youth identities are affirmed. These counterspaces support minoritized young people in particular as they learn in socio-spatial and cultural historical contexts, especially during the pandemic. We set out to consider this: What does family as counterspace contribute to our understanding of what it m…
Literacy, racial capitalism, and the politics of good feeling
This article advances a deeply political and material understanding of feeling in the context of racial capitalism. Informed by Ahmed's work on the 'politics of good feeling' (2008, 1) and Gilmore's concept of 'infrastructure of feeling' (2022, 490), we interrogate how feeling is regulated in everyday literacy contexts through two examples: 1) the history of the phrase 'joy of reading' and its use in a text for teachers and 2) a vignette in which…
Interrogating the role of emotion and race in anti-oppressive language and literacy practices in education
Racialized subjectivities and the power of refusal in media learning settings
This theoretical article draws on more than a decade of the authors’ collective and individually published research on emotion in racially, ethnically, and linguistically diverse English classrooms and community organizations. The authors argue that students’ acts of refusal to perform their own vulnerability and to endorse the myth of racial progress are affective strategies for addressing racialized relations of power. Drawing on Ahmed’s schola…
Psychology (18 works) · Sociology (17 works) · Pedagogy (16 works) · Literacy, Media, and Education (11 works) · Linguistics (10 works) · Art (7 works) · History (6 works) · Literacy (6 works) · Mathematics education (6 works) · Gender Studies (5 works)